Po Leung Kuk Laws Foundation College

observation exercises in 2009-2010. In each of the exercise,
teachers observed at least two lessons from other colleagues.
The observation focus was how to create an interactive
lesson. Teachers commented that cooperative learning, group
discussion and presentation were adopted to promote
student’s active learning. Besides, regular lesson observation
was done by Heads of department and senior members to
help fresh teachers to promote their teaching effectiveness.
Comments from most teachers indicated that lesson
observation was a good practice to promote teaching
effectiveness. It was suggested that more lesson observations
could be done to further promote the peer learning culture
among teachers.
To support three new teachers, a department-based
mentoring programme was continued. Each department had
a mentor teacher to support new teacher’s school life
including teaching practice and other school logistics. Heads
of department had a key role to monitor the teaching quality
of the new teachers. It was commented that the support was
sufficient.
Examination policy was reinforced to assure the quality of
examination paper and to review student’s learning by
examination reports. All departments (not applicable to
departments of Chinese and English as they had another
strategy to assure the quality of examination paper) had
followed the procedures to produce examination question
analysis. To analyze student’s learning and performance in
the examination, an examination report was produced by
each marker of the examination. This examination policy
was agreed to enhance the quality of assurance in
examination papers.
For teacher’s professional development, a department-based
record of teacher’s attendance in external seminars and
courses had been established. Heads of department indicated
that this record was useful for them to plan the development
of the department. The total hours of attendance of all
teachers in external seminars and courses were at least 774
(i.e. about 13 hours per teacher) in the academic year of
2009-2010. For the school-based staff development session
on regular Thursdays, there were totally 27 co-planning
sessions held in 2009-2010. In the co-planning sessions,
subject teachers grouped to co-plan their coming teaching
topics. Internal training sessions were also included in the 27
co-planning sessions. The training was department-based
program so as to facilitate departmental development. To
further promote teaching profession, all departments had
completed at least one lesson study in 2009-2010.
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